دور مجالس أولياء الأمور في الحفاظ على مدارس مديرية التربية والتعليم القدس الشريف، صور باهر نموذجاً (2015-2023م) من وجهة نظر أولياء أمور الطلبة
Date
2025-05-28
Authors
إياد محمد شحادة حميدان
Iyad Mohammad Shehadeh Hmaidan
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Publisher
Al-Quds University
Abstract
تواجه المدارس الفلسطينية في القدس، وخاصة في بلدة صور باهر، تصعيدًا ممنهجًا من سلطات الاحتلال الإسرائيلي، يهدف إلى تهويد التعليم وتفريغه من مضمونه الوطني. وتشمل هذه السياسات محو التعليم الفلسطيني، واستبدال المناهج الوطنية بالمناهج الإسرائيلية، والضغط على المدارس للانتقال إلى إشراف وزارة المعارف الإسرائيلية، ومنع ترخيص أو ترميم المدارس الفلسطينية، وحرمانها من الدعم المادي واللوجستي، إضافة إلى الاقتحامات والاعتقالات والتضييق الإداري. كل ذلك يجري ضمن مشروع أوسع لإضعاف الهوية الوطنية وتفريغ الوعي الجمعي للطلبة من مضامينه الفلسطينية.
هدفت هذه الدراسة إلى الكشف عن دور مجالس أولياء الأمور في دعم مدارس مديرية التربية والتعليم في القدس الشريف، والتركيز على صور باهر خلال الفترة من 2015 إلى 2023من وجهة نظر أولياء أمور الطلبة. وقد سعت للإجابة عن عدد من الأسئلة المتعلقة بسياسات الاحتلال تجاه مدارس المديرية، والصعوبات التي واجهتها، وأشكال الدعم التي قدمتها مجالس أولياء الأمور، ورؤى الأهالي حول سبل تفعيل هذا الدور.
اتبعت الدراسة المنهجين الوصفي والتحليلي، حيث تم إجراء مقابلات فردية مع سبعة من أعضاء مجالس أولياء الأمور، وتصميم استبانة مكونة من 45 فقرة موزعة على ستة مجالات رئيسة، طُبّقت على عينة مكونة من 100 من أولياء الأمور. وقد تم تحليل البيانات باستخدام برنامج SPSS، إلى جانب تحليل موضوعي لمضامين المقابلات.
أظهرت النتائج أن سلطات الاحتلال انتهجت خلال الفترة المدروسة سياسات متعددة الأبعاد أثّرت سلبًا على البيئة التعليمية، وتسببت في إضعاف الانتماء الوطني، وزيادة معدلات التسرب، وخلق فجوات بنيوية شملت نقص المعلمين، وغياب الموارد، واستمرار الانتهاكات الأمنية. بالمقابل، أظهرت مدارس صور باهر نوعًا من الصمود من خلال تبني استراتيجيات بديلة، أبرزها تفعيل المنهج الخفي لترسيخ الهوية الوطنية، وتعزيز التشبيك المجتمعي لتوفير الدعم اللوجستي والمادي.
وقد لعبت مجالس أولياء الأمور دورًا بارزًا في التصدي لتحديات الاحتلال من خلال: تعزيز المشاركة المجتمعية، وتنظيم الأنشطة الوطنية، ودعم المعلمين والطلبة، وتوفير المستلزمات التعليمية، وتحفيز الأهالي على تسجيل أبنائهم في المدارس التابعة للمديرية. ونجحت هذه المجالس في رفع مستوى الوعي المجتمعي، وتحسين الصورة العامة للمدارس الفلسطينية مقارنة بتلك الخاضعة للاحتلال.
كما كشفت الدراسة عن تنامي ثقة المجتمع المحلي بهذه المجالس، والتي تحوّلت من أطر استشارية إلى كيانات نضالية فاعلة، تجسّد انتقال الأسرة من دور المتلقي السلبي إلى شريك في الدفاع عن التعليم الوطني. ويُظهر ذلك تشكّل وعي جماعي مقاوم يرفض مشاريع الأسرلة، ويؤمن بدور التعليم في تعزيز الانتماء ومقاومة الإلغاء الثقافي.
وقد اقترح المشاركون مجموعة من التوصيات لتعزيز دور المجالس، منها: تأسيس لجان قانونية داخلية لمتابعة سياسات الاحتلال، وإنشاء شبكات دعم بين المدارس لتبادل الموارد والخبرات، وتكثيف التعاون مع المؤسسات الحقوقية والمجتمعية، وتخصيص لجنة تُعنى بالهوية الوطنية والثقافية بالشراكة مع الكادر التربوي.
واختتمت الدراسة بتوصيات تؤكد ضرورة دعم المدارس التابعة للمديرية شعبيًا ومؤسساتيًا، والتصدي لمحاولات فرض المنهاج الإسرائيلي، وتعزيز صمود المدارس من خلال التطوع والدعم المجتمعي، إلى جانب تفعيل آليات التوثيق، وتوسيع الوعي القانوني والوطني لدى أولياء الأمور والطلبة على حد سواء.
الكلمات المفتاحية:مجالس أولياء الأمور، الهوية الثقافية، سياسة المحو والاحلال، الضغوط المالية والإدارية، حماية حقوق الطلاب والمعلمين.
Schools in Jerusalem, particularly in the town of Sur Baher, face an escalating campaign by the Israeli occupation authorities aimed at Judaizing the educational sector and erasing its Palestinian identity. These policies include eradicating Palestinian curricula, replacing them with Israeli content, pressuring schools to shift under the supervision of the Israeli Ministry of Education, denying permits for school construction or renovation, withholding financial and logistical support, and conducting frequent raids, searches, and arrests of teachers and students. Such actions form part of a broader strategy to suppress Palestinian national identity and disrupt collective consciousness through educational control. This study aimed to examine, from the perspectives of students’ parents, the role of Parents’ Councils in supporting and protecting the schools affiliated with the Directorate of Education in Jerusalem, with a particular focus on Sur Baher during the period 2015–2023—a period marked by intensified violations targeting the educational system in the city. The research addressed several questions related to the occupation’s policies toward schools in Sur Baher, the challenges these schools faced, the contributions made by Parents’ Councils in defending the schools, and parents’ perspectives on how these councils could improve their effectiveness. The study adopted a descriptive-analytical methodology, conducting semi-structured interviews with seven members of Parents’ Councils and administering a questionnaire consisting of 45 items across six key domains: resisting erasure and replacement policies, addressing financial and administrative pressures, promoting national identity, safeguarding the rights of students and teachers, enhancing community engagement, and activating the family’s educational role. Data from 100 respondents were analyzed using SPSS, alongside thematic analysis of interview data. The results showed that the occupation authorities, during the period under study, pursued multi-dimensional policies that negatively impacted the educational environment, weakening national belonging, increasing dropout rates, and creating structural gaps including a shortage of teachers, a lack of resources, and ongoing security violations. In contrast, Sur Baher schools demonstrated a degree of resilience by adopting alternative strategies, most notably the activation of the hidden curriculum to consolidate national identity and the strengthening of community networking to provide logistical and material support. Parents' Councils have played a prominent role in addressing the challenges of the occupation by: enhancing community participation, organizing national activities, supporting teachers and students, providing educational supplies, and motivating parents to enroll their children in the directorate's schools. These councils have succeeded in raising community awareness and improving the public image of Palestinian schools compared to those under occupation. The study also revealed growing local community confidence in these councils, which have transformed from advisory frameworks into active advocacy entities, embodying the family's transition from a passive recipient to a partner in defending national education. This demonstrates the emergence of a collective, resistant consciousness that rejects Israelization projects and believes in the role of education in strengthening belonging and resisting cultural erasure. Participants proposed several strategies for enhancing the role of Parents’ Councils, including forming legal committees to monitor and contest occupation policies, fostering inter-school cooperation to share resources, establishing partnerships with supportive institutions, and creating subcommittees dedicated to reinforcing national identity in coordination with school staff and the local community. The study concluded by recommending the expansion of grassroots coordination between families and schools to protect national education, promote student registration in Palestinian schools, encourage voluntary support and donations, and enhance mechanisms for monitoring violations. It also emphasized the need for psychosocial support and raising legal, national, and media awareness as part of a broader effort to defend the educational rights of Palestinian children in Jerusalem. Keywords: Parents' Councils, Cultural Identity, Erasure and Replacement Policy, Financial and Administrative Pressures, Protection of Students' and Teachers' Rights.
Schools in Jerusalem, particularly in the town of Sur Baher, face an escalating campaign by the Israeli occupation authorities aimed at Judaizing the educational sector and erasing its Palestinian identity. These policies include eradicating Palestinian curricula, replacing them with Israeli content, pressuring schools to shift under the supervision of the Israeli Ministry of Education, denying permits for school construction or renovation, withholding financial and logistical support, and conducting frequent raids, searches, and arrests of teachers and students. Such actions form part of a broader strategy to suppress Palestinian national identity and disrupt collective consciousness through educational control. This study aimed to examine, from the perspectives of students’ parents, the role of Parents’ Councils in supporting and protecting the schools affiliated with the Directorate of Education in Jerusalem, with a particular focus on Sur Baher during the period 2015–2023—a period marked by intensified violations targeting the educational system in the city. The research addressed several questions related to the occupation’s policies toward schools in Sur Baher, the challenges these schools faced, the contributions made by Parents’ Councils in defending the schools, and parents’ perspectives on how these councils could improve their effectiveness. The study adopted a descriptive-analytical methodology, conducting semi-structured interviews with seven members of Parents’ Councils and administering a questionnaire consisting of 45 items across six key domains: resisting erasure and replacement policies, addressing financial and administrative pressures, promoting national identity, safeguarding the rights of students and teachers, enhancing community engagement, and activating the family’s educational role. Data from 100 respondents were analyzed using SPSS, alongside thematic analysis of interview data. The results showed that the occupation authorities, during the period under study, pursued multi-dimensional policies that negatively impacted the educational environment, weakening national belonging, increasing dropout rates, and creating structural gaps including a shortage of teachers, a lack of resources, and ongoing security violations. In contrast, Sur Baher schools demonstrated a degree of resilience by adopting alternative strategies, most notably the activation of the hidden curriculum to consolidate national identity and the strengthening of community networking to provide logistical and material support. Parents' Councils have played a prominent role in addressing the challenges of the occupation by: enhancing community participation, organizing national activities, supporting teachers and students, providing educational supplies, and motivating parents to enroll their children in the directorate's schools. These councils have succeeded in raising community awareness and improving the public image of Palestinian schools compared to those under occupation. The study also revealed growing local community confidence in these councils, which have transformed from advisory frameworks into active advocacy entities, embodying the family's transition from a passive recipient to a partner in defending national education. This demonstrates the emergence of a collective, resistant consciousness that rejects Israelization projects and believes in the role of education in strengthening belonging and resisting cultural erasure. Participants proposed several strategies for enhancing the role of Parents’ Councils, including forming legal committees to monitor and contest occupation policies, fostering inter-school cooperation to share resources, establishing partnerships with supportive institutions, and creating subcommittees dedicated to reinforcing national identity in coordination with school staff and the local community. The study concluded by recommending the expansion of grassroots coordination between families and schools to protect national education, promote student registration in Palestinian schools, encourage voluntary support and donations, and enhance mechanisms for monitoring violations. It also emphasized the need for psychosocial support and raising legal, national, and media awareness as part of a broader effort to defend the educational rights of Palestinian children in Jerusalem. Keywords: Parents' Councils, Cultural Identity, Erasure and Replacement Policy, Financial and Administrative Pressures, Protection of Students' and Teachers' Rights.
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Citation
حميدان، إياد محمد. (2025). دور مجالس أولياء الأمور في الحفاظ على مدارس مديرية التربية والتعليم القدس الشريف، صور باهر نموذجاً (2015-2023م) من وجهة نظر أولياء أمور الطلبة [رسالة ماجستير غير منشورة]. جامعة القدس.